Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
AP United States History
CR1a: A college-level text: American Pageant, Thirteenth Edition.
CR1 b: Diverse primary sources consisting of written documents, images, maps, imperical data (tables,
graphs, charts), and audio/visual samples of art.
CR1c: Secondary historic and scholarly sources, interpreting past events and developments.
CR2: As detailed further in this document, each historic period will be addressed with depth and
impartiality.
CR3: Students will be empowered to apply and contribute detailed knowledge to wide-ranging historic
concepts.
CR4: Students will be instructed using the learning objectives in each of the seven themes during the
course, as described in the 2015 APUSH History Framework.
CR5: Students will be exposed to and develop skills in writing coherent written argument that have a
thesis supported by relevant historical evidence.
CR6: Students will have opportunities to identify and evaluate diverse historical interpretations
CR7: Students will experience analyzing evidence about the past from diverse sources, using written
documents, quantitative data, maps, images, and art.
CR8: Students will be provided occasions to exam relationships between causes and consequences of
events or processes.
CR9: Students will regularly identify and analyze patterns of continuity and change over time and
connect them to larger historical processes or themes.
CR10: The course provides students with opportunities to investigate and construct different models of
historical periodization.
CR11: The course will offer opportunities for students to compare historical developments across or
within societies in various chronological and geographical contexts.
CR12: Students will have chances to connect historical development to specific circumstances of time
and place, and to wider regional, national, or global processes.
CR13a: The course provides opportunities for students to combine disparate, sometimes contradictory
evidence from primary sources and secondary works to create a persuasive understanding of the past
CR13b: The course develops student ability to apply insights about the past to other historical contexts
or circumstances, up to the present.
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
J. Victor Ortiz, II
Room, 26
2015-2016
AP Exam date: May 7, 2016
Contact Me
Parents and Students may contact me in a variety of ways:
I am available and can best attend to particular issues by appointment. It should be made at least one
day in advance—many things must have been planned for each day, so I will generally not be available
on the same day—it is a professional and personal courtesy which will allow me to give you the best
attention in the most time possible. Of course, small matters can be dealt with after class, the same
day. Feel free to ask then.
Available times:
o Students: Period four conference, lunch, before class,
o Parents: Any day during conference period; appointment and main office clearance suggested
for proper service.
Telephone:
Main Office: 818.951.5400
Fax: 818.352.3577
Internet:
e-mail: vortiz@lausd.net (mail project files direct, not through school web page link)
Verdugo url: http://verdugohs.org (class web page is found here)
Parents may follow their student’s progress on-line by obtaining a password from LAUSD and using the
LAUSD Family Module: form available on-line at
http://notebook.lausd.net/portal/page?_pageid=33,1123960&_dad=ptl&_schema=PTL_EP
The completed paper must be given to Drs. van Baal, on campus, in person.
Description:
AP United States History is a college level, chronological and thematic survey course covering the years
1491 to the present. The course is designed to provide students with factual knowledge and analytical
skills to deal concisely and with critical insight with the challenges and issues of United States History.
The course makes demands concurrent with those made by full-year, introductory college courses.
Students will learn to assess historical materials, both primary and secondary sources--their relevance to
a given interpretive problem, their reliability, and their importance--and to judge the evidence and
interpretations presented in historical scholarship. Throughout the course, students will be provided
with the opportunity for instruction in learning objectives in each of the seven themes as described in
the AP U.S. History curriculum framework.
Class Schedule:
Actual accomplishment varies with aggregate student needs:
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
A & B Terms: Period-Units
C & D Terms: Period-Units
A Term (ends Oct. 16)
C Term (ends Mar. 21)
Orientation
o Period 6: 1865-1898
o Period 1: 1491-1607 Colonial North
Industrialization , Urbanization,
America (two weeks); Native
Progressivism (approx. two of the
Americans, Europeans, West Africans
aforementioned five weeks)
o Period 2: 1607-1754 Rise of English
o Period 7: 1890-1945 American
Colonies' Dominance (two weeks);
Pluralism, Big Government, Rise to
distinctive colonial and native societies
International Leadership (six
emerged
weeks) US Imperialism, Big
o Period 3: 1754-1800 British Empire
Business, WWI, Financial Hopes
conflicts with its American colonies
and Debacles (the Great
(three weeks); Americans form a new
Depression), The New Deal, Rise of
national, social, political, and economic
Totalitarians, WWII-- Changes in US
identity--The United States of America
social, economic, diplomatic,
is born.
environmental, and cultural values
o Period 4: 1800-1848 A New Republic.
and priorities.
(four weeks (note: this period-unit
o Period 8: 1945-1980 Prosperity
concludes in the B term) ) The US
and World Leadership (four weeks
struggles to define and extend
(note this period-unit concludes in
democratic ideals as its economy,
the D term)) Global Economic
territory, and demography grows and
Supremacy, Cold War, Civil Rights,
changes.
War on Poverty
B Term (ends Dec. 18)
D Term (ends June 10)
o Period 4: 1800-1848 A New Republic.
o Period 8: 1945-1980 (approx. three
(approx. two of the aforementioned
of the aforementioned four weeks)
four weeks)
o Period 9: 1980-Present (three
o Period 5: 1844-1877 Continued Growth
weeks)
is Complicated by growing Slavery
o AP Exam Practice/Review (1 week)
Conflict (four weeks) Mexican Cession,
o daily pre-government projects (due
Congressional compromises, Regional
at the end of each day) (TBA)
debates and vitriol, Civil War,
o daily pre-economics projects (due
Reconstruction
at the end of each day) (TBA)
o Period 6: 1865-1898 Industrialization ,
o American Issue Project (TBA) due
Urbanization, Progressivism (five weeks
at the end of the term
(note: this period-unit concludes in
term C)) Changes in US social,
economic, diplomatic, environmental,
and cultural values and priorities.
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
A more aticulate breakdown of the 2015-16 school year = 32 weeks (Verdugo Hills High School and
Verdugo Hills 4x4 calendar).
Period 1 (1491-1607) Demographics of Europe, the Americas, West Africa; Meso-American
culture; trans-Atlantic commerce; comparison of colonies across the Americas (religion,
economics, politics, cultures); foundations of slavery.
I.
Native-American Settlements/European Colonization: CHs 1-3, pp 2-24, 25-42, 43-65 (63)
II.
(continues)
Essential Questions:
 1:1 Before the arrival of Europeans, native populations in North America developed a
wide variety of social, political, and economic structures based in part on interactions
with the environment and each other.
 1:2 European overseas expansion resulted in the Columbian Exchange, a series of
interactions and adaptations among societies across the Atlantic.
 1:3 Contacts among American Indians, Africans, and Europeans challenged the
worldviews of each group.
Content of the Unit:
 Native American cultures before European contact
 European Colonization of North America: Spain, France, England
Merging of Cultures: Native Americans, Africans, Europeans
Conceptual Identifications:
Colonialism
Ethnocentrism
Transformations
Exchange
Migration
Environment
Creationism
Identity
Ideas
Beliefs
Culture
III.
IV.
Period 2 (1607-1754) European colonization; American Indian resistance; economic and
population patterns; formation of race and identity; tensions with Britain.
English Colonies Develop: CHs 4-6, pp. 66-83, 84-105, 106-121 (55)
(continues)
Essential Questions:
 2:1 Differences in imperial goals, cultures, and the North American environments that
different empires confronted led Europeans to develop diverse patterns of colonization.
 2:2 European colonization efforts in North America stimulated intercultural contact and
intensified conflict between various groups of colonizers and native peoples.
 2:3 The increasing political, economic, and cultural exchanges within the "Atlantic
World" had a profound impact on the development of colonial societies in north
America.
Content of the Unit:
 Colonial North America
 Population growth and immigration
 Trans-Atlantic trade and mercantilism
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
 Growth of plantation economies
 Slavery in colonial America
 Mercantilism/economic theory
 Society and culture in colonial America
 English Colonies: Southern, Middle, and Northern
Conceptual Identifications:
Colonialism
Mercantilism
Slavery
V.
VI.
VII.
Ethnocentrism
Protestantism
Period 3 (1754-1800) British colonial policies; enlightenment ideas; war for independence;
formation of republic and national identity; work and labor (free and unfree); and regional
economic differences
An American Nation Forms and Fights for Independence: CHs 7-8, pp 122-139, 140-163 (41)
First Progress Report
Creating American Principles and Laws: CHs 9-10, pp. 164-189, 190-210 (56)
(continues)
Essential Questions:
 3:1 Britain's victory over France in the imperial struggle for North America led to new
conflicts among the British government, the North American colonists, and American
Indians, culminating in the creation of a new nation, the United States
 3:2 In the late 18th century, new experiments with democratic ideas and republican
forms of government, as well as other new religious, economic, and cultural ideas
challenged traditional imperial systems across the Atlantic world.
 3:3 Migration within North America, cooperative interaction and competition for
resources raised questions about boundaries and policies, intensified conflicts among
peoples and nations, and led to contests over the creation of a multiethnic, multiracial
national identity
Content of the Unit:
 Population growth and immigration
 Trans-Atlantic trade and mercantilism
 Growth of plantation economies
 The Enlightenment in North America
 The French and Indian War
 The imperial crisis and resistance to Britain
 The War for Independence
 Realizing an American identity
 Creating a new nation-Confederation
 The Constitution of 1787
 Crafting republican government
 The new nation
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
Conceptual Identifications:
Enlightenment
Revolution
Sovereignty
Sectionalism
VIII.
IX.
X.
XI.
Confederation
Federalism
Republicanism
Period 4 (1800-1848) Definition of democratic practices; expansion of the vote; market
revolution; territorial and demographic growth; two-party system; Andrew Jackson; the role
of federal government in slavery and the economy
Local and Foreign Challenges for the New Nation: CHs 11-12, pp. 211-232, 233-255 (54)
Mass Democracy, National Economy, American Culture and Purpose Take Shape: CHs 13 & 15,
pp 256-286, 320-347 (57)
Term A Final Mark, Begin Term B
(continues)
American Culture, Purpose, The South, and Slavery: CHs 14 & 16, pp. 287-319, 350-370 (52)
Essential Questions:
 4:1 The United States developed the world's first modern mass democracy and
celebrated a new national culture, while Americans sought to define the nation's
democratic ideals and to reform its institutions to match them.
 4:2 Developments in technology, agriculture, and commerce precipitated profound
changes in U.S. settlement patterns regional identities, gender and family relations,
political power and distribution of consumer goods.
 4:3 U.S. interest in increasing foreign trade expanding its national borders, and isolating
itself from European conflicts shaped the nation's foreign policy and spurred
government and private initiatives.
Content of the Unit:
 Early national politics
 The two-party system
 Industrialization, transportation, the creation of a national market economy
 Changes in class structure
 Immigration and nativist reaction
 The economic and social system of the South
 Sectionalism: The Missouri Compromise
 Egalitarianism and Jacksonian Democracy
 Nullification and the Bank War
 Reform Movements
 Ideals of domesticity
 Slavery as a moral issue
 Indian removal
Conceptual Identifications:
Egalitarianism
Diversification
Factory system
Transportation
Nationalism
Manifest Destiny Sovereignty
Compromise
Sectionalism
Transcendentalism
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
Industrialization
XII.
XIII.
XIV.
XV.
XVI.
XVII.
XVIII.
Period 5 (1844-1877) Tensions over slavery; reform movements; imperialism; women and
non-whites; public education; Mexican War; Civil War; Reconstruction
Expansion (Manifest Destiny), Sectional Struggles, Talk of Disunion: pp. 371-389, 390-408, 409433 (60)
(continues)
The American Civil War: CHs 20-21, pp. 434-452, 453-478 (43)
Term B Progress Report
Thanksgiving
Reconstruction and the Gilded Age: CHs 22-23, pp. 479-501, 504-529 (47)
Essential Questions:
 5:1 The United States became more connected with the world as it pursued an
expansionist foreign policy in the Western Hemisphere and emerged as the destination
for many immigrants from other countries.
 5:2 Intensified by expansion and deepening regional divisions, debates over slavery and
other economic, cultural, and political issues led the nation into civil war.
 5:3 The victory of the United States over the rebel states and the contested
Reconstruction of the South settled the issues of slavery an secession, but left
unresolved many question about the power of the federal government, equality, and
citizenship rights.
Content of the Unit:
 More Compromises to balance free vs slave states in Congress
 Democracy and Secession
 Two Societies at war: mobilization, resources, and internal dissent
 Emancipation and the role of African Americans in the war
 Social, political, and economic effects of the war in the North, South, and West
 Presidential and Radical Reconstruction
 The "Civil War" Amendments (13, 14, 15)
 Compromise of 1877
Conceptual Identifications:
Compromise
KansasNationalism
Reconstruction Expansion
of 1850
Nebraska Act
Abolition
Nativism Radicalism
Period 6 (1865-1898) Reconstruction; US Imperialism, industrialization, immigration,
urbanization; women's movement; working class culture and leisure.
Industrialization and Urbanization: CHs 24-25, pp. 530-557, 558-593 (63)
(continues)
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
XIX.
XX.
XXI.
XXII.
XXIII.
XXIV.
XXV.
Term B Final Mark, Winter Recess (3 weeks--project: outline the rest of the text/make flash
cards for the rest of the text)
Term C
(continued) Period 6 (1865-1898) Reconstruction; US Imperialism, industrialization,
immigration, urbanization; women's movement; working class culture and leisure.
(1) The West, Agricultural Revolution, and Global Expansion: CHs 27 & 27, pp. 594-625, 626-653
(58)
(2) (continues)
Essential Questions:
 6:1 The rise of big business in the United States encouraged massive migrations and
urbanization, sparked government and popular efforts to reshape the U.S. economy and
environment, and renewed debates over U.S. national identity.
 6:2 The emergence of an industrial culture in the United States led to both greater
opportunities for and restrictions on, immigrants, minorities, and women.
 6:3 The "Gilded Age" witnessed new cultural and intellectual movements in tandem
with political debates over economic and social policies.
Content of the Unit:
 Reconfiguration of Southern agriculture
 Expansion of manufacturing and industrialization
 The politics of segregation: Jim Crow laws and disenfranchisement
 Expansion and development of western railroads
 Competitors for the West: miners, ranchers, homesteaders, and Native Americans.
 Government policy toward Native Americans
 Gender, race, and ethnicity in the West
 Environmental impacts of western settlement
Conceptual Identifications:
Laissez-faire
Urbanization
Populism
Fundamentalism Nativism
Immigration
Modernism
Period 7 (1890-1945) Progressive Reform; radicalism; World War I and Russian Revolution;
first red scare; first great migration of African Americans; race riots; culture wars of the 1920s;
Hoover and FDR in the capitalist crisis; New Deal; World War II
(3) Progressivism--TR and Wilson: CHs 28-29, pp. 656-678, 679-695 (39)
(4)The War to End War: CH 30, pp 696-719 (23)
(5) Roaring Twenties--Boom and Bust: CHs 31-32, pp. 720-745, 746-769 (48)
(6) The Great Depression: CH 33, p. 770-799 (29)
Term C Progress Report
(7) War Looms, WWII: CHs 34-35, pp. 800-820, 821-849 (49)
Essential Questions:
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net

7:1 Governmental, political, and social organizations struggled to address the effects of
large-scale industrialization, economic uncertainty, and related social changes such as
urbanization and mass migration.
 7:2 A revolution in communications and transportation technology helped to create a
new mass-culture and spread "modern" values and ideas, even as cultural conflicts
between groups increased under the pressure of migration, religion/philosophy, world
wars, and economic distress.
 7:3 Global conflicts over resources, territories, and ideologies renewed debates over
the nation's values and its role in the world while simultaneously propelling the United
States into a dominant international military, political, cultural, and economic position
Content of the Unit:
 Industrialization/urbanization
 Corporate consolidation of industry
 Effects of management, technological developments, and new production techniques
on the worker and workplace.
 Progressivism
 America as a world power
 WWI
 The New Era: the Roaring 20s
 The Culture of Modernism
 Responses to modernism: religious fundamentalism, nativism, Prohibition
 The Harlem Renaissance
 The Great Depression and the New Deal
 World War II
Conceptual Identifications:
Fundamentalism Urbanization
Demographics
Ethnocentrism
Morality
Fascism
XXVI.
XXVII.
XXVIII.
XXIX.
XXX.
Period 8 (1945-1980) Atomic Age and the Cold War; suburban development and the affluent
society; the other America; Vietnam; social movements of the 1960s; Great Society Programs;
economic and political decline in the 1970s; the rise of conservatism
(8) The Cold War and Ike: CHs 36-37, pp. 852-881, 882-908 (56)
(9) (continues)
(10)The Stormy Sixties and Stalemated Seventies: CHs 38-39, pp 909-937, 938-965 (56)
Term C Final Mark, Begin Term D
(11) Spring Recess
(continues)
Essential Questions:
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net

8:1 The United States responded to an uncertain and unstable post-war world by
asserting and attempting to defend a position of global leadership, with far-reaching
domestic and international consequences.
 8:2 Liberalism, based on anti-communism abroad and a firm belief in the efficacy of
governmental and especially federal power to achieve social goals at home, reached its
apex in the mid-1960s and generated a variety of political and cultural responses.
 8:3 Post-war economic, demographic, and technological changes had a far-reaching
impact on American society, politics, and the environment.
Content of the Unit:
 The Cold War
o Truman and Containment
o China, Korea, Vietnam
o The Iron Curtain
o Latin America
o The Red Scare and McCarthyism
o Eisenhower and Brinksmanship
o The military-industrial complex
o Kennedy and Khruschev
o The New Frontier
o LBJ and Vietnam
 The Civil Rights Movement
o WWII
o Brown v. Board of Education
o Emmett Till
o The Montgomery Bus Boycott
o Emergence to leadership of Dr. Martin Luther King, Jr.
o civil disobedience to end American desegregation
o TV and the civil rights movement
 Consensus and Conformity in America
o Suburbia and middle-class America
o The War on Poverty: The Great Society
o The impact of science and technology on American life
o Post-war economic expansion
o The counter-culture
Conceptual Identifications:
Military
Racism
Sexism
Militancy
Consensus
industrial
complex
Conformity
Containment
Massive
Passive
Mutual Assured
retaliation
resistance
Destruction
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
(MAD)
XXXI.
XXXII.
Period 9 1980-Present Reagan at home and abroad; growth of poverty; Bush, Sr. and end of
the Cold War; Clinton and the Internet; race relations; NAFTA and other trade agreements;
9/11, Patriot Act; education of Bush, Jr. and Obama; environmental policies
(12) Conservative 80s and Post Cold War: CHs 40-41, pp 966-988, pp 989-1010 (54)
(continues)
Essential Questions:
 9:1 A new conservatism grew to prominence in U.S. culture and politics, defending
traditional social values and rejecting liberal views about the role of government
 9:2 The end of the Cold War and new challenges to U.S. leadership in the world forced
the nation to redefine its foreign policy and global role.
 9:3 Moving into the 21st century, the nation continues to experience challenges
stemming from social, economic, demographic, and global changes.
Content of the Unit:
 The Rise of Conservatism
 The Reagan Revolution
 Foreign policy during the Reagan Years
 George H.W. Bush and the end of the Cold War
 The Clinton Years: Prosperity and partisanship
 American society in 2000
 Political polarization
 Immigration
 The Obama Years
Conceptual Identifications:
Reaganomics
Star Wars
The 2000 Election
The Bush
The War on
Doctrine
Terror
LGBTQ Legal
Recession of
Growing Income
Environment
Democracy or
Equality
2008:
Gap
Protection or
Oligarchy
Bank/Financial
exploitation?
Reform?
Israel /Palestine Police Brutality
Voter protection or Immigration
Balanced
disenfranchisment? reform?
Education?????
AP US History Exam, May 7
Term D Final Mark
The Typical school week
five questions from reading--daily practice
lecture (PPT, 10-20 mins)
reading (literature/primary sources, text)
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
Writing (in-class writing all period) (long-essay writing/DBQ(usually assigned Monday))
debate: federalist-anti-federalist; slave or free; robber barons vs captains of industry; worker rights vs
owner rights; expanding suffrage--universal male, women, 18 year-old, etc); pro-imperialism vs antiimperialism, etc.
short-answer question (daily starter)
exam MC as needed (usually at end of a AP Period
Course Objectives--Students will:
 develop fundamental and advanced knowledge of US political, social, economic, constitutional,
cultural, diplomatic, and intellectual history.
 develop mastery of the four historical thinking skills:
o chronological reasoning
o comparison and contextualization
o crafting historical arguments
o historical interpretation and synthesis
 demonstrate an advanced knowledge of the content, concepts and themes unique to US History
 develop the ability to think and reason analytically as demonstrated through argumentative and
persuasive essay and expository writing of
o document-based
o free response essay questions
o short answer responses
o article reviews
 demonstrate mastery of the content and their ability to synthesize historical material through
stimulus-based multiple-choice questions.
Text: (assigned to student)
o Kennedy, David M., et al, The American Pageant, AP Edition, 13th edition. Cengage Learning,
Other materials (various selections):
o Stacy, James, et al, Documenting United States History: Themes, Concepts, and Skills for the AP
Course, Bedford/St. Martins, 2016.
o Schweikart, Larry, et al, A Patriot's History of the United States: From Columbus' Great
Discovery to the War on Terror, Sentinel, Published by the Penguin Group, 2004.
o Zinn, Howard, A People's History of the United States: 1492-Present, Harper Collins, 2003.
Other sources will be added as the class progresses.
Course requirements:
loose-leaf notebook for all student-generated/responded course materials (also a study tool for the AP
Exam, on May 7, 2016)
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
Thematic Learning Objectives*
Identity
Work, exchange, and technology
Peopling
Politics and power
America in the world
Environment and geography--physical and human
Ideas, beliefs, and culture
APUSH Historical Thinking Skills*
I. Chronological Reasoning
II. Comparison and Contextualization
III. Crafting Historical Arguments
1. Historical Causation: compare causes and/or effects
(including between short- and long-term effects; analyzing and
evaluating interactions of multiple causes and/or effects;
assessing by distinguishing among coincidence, causation, and
correlation; critiquing existing interpretations of cause and
effect
2. Patterns of Continuity and Change over Time: Connecting
patterns of continuity and change over time to larger historical
processes or themes
3. Periodization: explain ways that historical events and
process can be organized within blocks of time. Analyze and
evaluate competing models of periodization of US History.
4. Comparison: compare related historical developments and
processes across place, time, and/or different societies or
within one society; explain and evaluate multiple and differing
perspectives on a given historical phenomenon.
5. Contextualization: explain and evaluate ways in which
specific historical phenomena, events, or process connect to
broader regional, national, or global processes occurring at the
same time; explain and evaluate ways in which a phenomenon,
event, or process connects to other, similar historical
phenomena across time and place.
6. Historical Argumentation: analyze commonly accepted
historical arguments and explain how an argument has been
constructed from historical evidence; construct convincing
interpretations through analysis of disparate, relevant,
historical evidence; evaluate and synthesize conflicting
historical evidence to construct persuasive historical
arguments.
7. Appropriate Use of Relevant Historical Evidence: analyze
features of historical evidence such as audience, purpose,
point of view, format, argument, limitations, and context
germane to the evidence considered.
Verdugo Hills Multimedia Communications Magnet
10625 Plainview Ave, Tujunga, CA 91042, United States of America
J. Victor Ortiz, vortiz@lausd.net
IV. Historical Interpretation and
Synthesis
8. Interpretation: analyze diverse historical interpretations;
evaluate how historians' perspectives influence their
interpretations and how models of historical interpretation
change over time.
9. Synthesis: combine disparate, sometimes contradictory
evidence from primary sources and secondary works in order
to create a persuasive understanding of the past; apply
insights about the past to other historical contexts or
circumstances, including the present.